Brooke Doherty ^1, , Joonyoung Lee ^2*, Jean Keller ², Tao Zhang ²

• ¹ Department of Curriculum and Instruction, University of Texas at Austin, Austin, Texas, United States
• ² Department of Kinesiology, Health Promotion, and Recreation, University of North Texas, Denton, Texas, United States
• ^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Physical literacy has received attention globally, but the definition and concept of physical literacy remains ambiguous in both research and practice. This obscurity may impede implementing the development of physical literacy among school-aged children. Therefore, the major purpose of this brief review was to examine the definitions, assessments, and benefits of physical literacy in order to promote school-aged children’s physical literacy in educational settings as well as to continue the dialogue for deepening related research and best practice. Using a narrative review approach, physical literacy is defined and its interactions with physical education are clarified. School physical education teachers and practitioners should understand the appropriate assessment of physical literacy in educational settings in order to promote school-aged children’s physical literacy.

Keywords: Physical education; physical activity; physical literacy; children; education

Category: Interdisciplinary PE.

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